Morningness and state academic self-concept in students: Do early birds experience themselves as more competent in daily school life?

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2023-07-01 DOI:10.1016/j.cedpsych.2023.102199

Jennifer E. Hausen , Jens Möller , Samuel Greiff , Christoph Niepel

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引用次数: 0

Abstract

The purpose of the present study was to investigate the role of circadian preference for students’ state academic self-concept (ASC). We focused on students’ tendency to be morning-oriented (i.e., morningness) and examined the association between morningness as a trait and mean levels of state (momentary) general-school ASC in everyday school life using intensive longitudinal data collected among N = 285 (N_obs = 6,140; M_lessons = 21.54) German ninth and tenth graders. Furthermore, we tested whether the strength of this relation between morningness and state general-school ASC was modulated by the time of day (i.e., synchrony effect). Results of multilevel analyses showed that morningness was positively related to students’ mean levels of state general-school ASC. However, our results refuted a synchrony effect on state ASC, as higher morningness related to equally high mean levels of state general-school ASC both early and late in the school day with respect to a typical school schedule with lessons occurring in the morning to early afternoon. The present findings contribute to our understanding of ASC and provide relevant information about how morningness should be positioned with regard to ASC in everyday school life.

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学生的晨曦和状态学业自我概念：早起的鸟儿是否觉得自己在日常学校生活中更有能力？

本研究旨在探讨昼夜节律偏好对学生状态学业自我概念（ASC）的影响。我们关注学生以早晨为导向的倾向（即早晨），并使用在N=285（Nobs=6140；Mlessons=21.54）名德国九年级和十年级学生中收集的密集纵向数据，研究了早晨作为一种特征与日常学校生活中状态（瞬时）普通学校ASC平均水平之间的关系。此外，我们测试了早晨和州立普通学校ASC之间的这种关系的强度是否受到一天中时间的调节（即同步效应）。多层次分析结果表明，晨曦与州立普通学校ASC学生的平均水平呈正相关。然而，我们的研究结果驳斥了对州ASC的同步效应，因为相对于上午至下午早些时候上课的典型学校时间表，较高的晨曦与州普通学校ASC在上课日的早期和后期的平均水平同样高有关。目前的研究结果有助于我们理解ASC，并提供了关于在日常学校生活中应如何定位ASC的晨曦的相关信息。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.